Gordon Pershey, M. (2017). Review of Rose, T. (2016). The End of Average: How We Succeed in a World that Values Sameness. San Francisco: Harper One. Perspectives on Language and Literacy: A Quarterly Publication of the International Dyslexia Association.

Gordon Pershey, M. (2011). A Comparison of African American Students' Self-Perceptions of School Competence with their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 53-62.

Gordon Pershey, M. (2010, May). Structural and discourse features of narrative writings by grade four and six African American students. Poster presented at the annual conference of the American Educational Research Association, Denver. Available: http://www.aera.net/

Gordon Pershey, M. (2007). Review of Long, S., et al. (2006). Tensions and triumphs in the early years of teaching: Real-world findings and advice for supporting new teachers. Urbana, IL: NCTE. The Reading Professor, Journal of Professors of Reading Teacher Educators Special Interest Group of the International Reading Association, 29(1), 45-48.

Gordon Pershey, M., & Clickner, P.A. (2007). Phonological awareness and working memory in children with phonological impairment. Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook of The College Reading Association 1-13.

Gordon Pershey, M. (2003). Relating African American students' scores on state- mandated reading and writing tests to standardized measures of reading and oral and written language. Celebrating the Freedom of Literacy: The Twenty-Fifth Yearbook of The College Reading Association, 175-195.

Gordon Pershey, M., & Rapking, C. (2003). A survey of collaborative speech-language service delivery under large caseload conditions in an urban school district in the United States. Journal of Speech-Language Pathology and Audiology 27(4), 211-220.

Gordon Pershey, M. (2002). A field assignment for a graduate course in language disorders: How to teach academically at-risk children to retell and summarize text. ASHA Division 10 Monograph: The Innovative Professor in Communication Sciences and Disorders, 1 (1), 8-10.

Gordon Pershey, M., & Visoky, A.M. (2002). Characteristics of effective peer models in an integrated preschool setting. The First Eight Years Pathways to the Future: Implications for Research, Policy, and Practice. Proceedings of Head Start's Sixth National Research Conference. Washington, D.C.: Head Start Bureau, Administration on Children, Youth, and Families, Columbia University, and Society for Research in Child Development, 897.

Gordon Pershey, M. (2001). How to create a support network for candidates for certification by the National Board for Professional Teaching Standards. The Clearing House, 74(4),201-206.

Gordon Pershey, M., & Arias, S.R. (2000). Views of improving the preparation of social studies and history teachers: Involving preservice teachers with history museums. Educational Research Quarterly, 24(1), 67-81.

Gordon Pershey, M. (2000). Children's elicited use of pragmatic language functions: How six and seven year old children adapt to the interactional environments of story scenarios. Language Awareness, 9(4), 218-235.

Gordon Pershey, M. (2000). African American spiritual music: A historical perspective. The Dragon Lode, The Journal of the Children's Literature and Reading Special Interest Group of the International Reading Association, 18(2), 24-29.

Gordon Pershey, M. (2000). The transition from graduate student to school SLP: Student clinicians discuss their work with disfluent children. Hearsay, Journal of the Ohio Speech-Language-Hearing Association, 13(2), 26-32.

Gordon Pershey, M. (1998). Response portfolios and a literature response magazine: Two strategies for enhancing a children's literature course for preservice teachers. The Reading Professor, Journal of Professors of Reading in Teacher Education Special Interest Group of the International Reading Association, 21 (1), 65-90.